No two people are alike; although they have many things in common, they are also different in all sorts of ways. Diversity includes the various thoughts and qualities in an individual and we all think differently from others. The concept of diversity deals with several different qualities in a wider range such as; thinking styles, language, religion, ethnicity, race, gender, physical abilities, age, gender, skills, and much more. Diversity in a classroom must be considered when planning a lesson. Students with Individualized Education Plans (IEP) need special accommodations, as well as gifted and talented students. Students with disabilities: To accommodate students with learning or physical disabilities, they will be partnered with a group of students that are on or above grade level and will be able to work cooperatively with them to complete the PBL project-Power Point presentation, videoing and moviemaker. These students will be assisted in activities that require movement along with modified equipment. They will also be assisted while using Google Docs or any other technical device with large print, audio and visual aids. Second-language learners: Students with English as a second language will have access to resources in where English and their native language will be in text form which will allow for learning and understanding (new vocabulary). With English and their native language paired, an understanding of what is to be learned will be apparent. Google offers a translator program for many languages, it can be found at: https://translate.google.com/ Different learning styles: Visual learners (‘show me’) usually have a preference for seen or observed things, including pictures, diagrams, demonstrations, displays, handouts, films, flip-chart, etc. Accommodations are highlighted area, flipcharts, checklists, computers-font size, videos and pictures which all can be provided for lesson. Auditory learners (‘tell me’) transfer information through listening. They will have access to sound clips along with the videos, discussions and oral questions. Kinesthetic learners (‘let me try’) will have the opportunity to work hands-on doing research and simulating a disability while participating in a PE activity. They will be doing movement which will give them a better understanding of the material to be learned.
Adaption should include 'hands on' activities, real-life examples, use of your senses (sight, touch, and hearing), and trial and error. Different intelligences: A variety of intelligences are addressed throughout this unit in PE. Students will be given the opportunity to share what they know verbally, ask questions among peers and the teacher while recording their thoughts in Google Docs. The students will work individually using their goals they set and collaboratively to complete project. They will be using critical thinking skills during research and to come up with PE activity for a specific disability for final group project. Students who are creative in music, arts and movement can add their own creativity to project (song, pictures, role play and activities). Gifted students: Gifted students sometimes need a challenge. If they have finished their own work (research, slides, etc.) they can assist other members in their group working collaboratively towards final project. They may also add more slides pertinent to the presentation. Available Technology Augmentative communication devices Boardmaker- iAssist Communicator Advance Video Sequence Talk Tablet
Text-to-speech Switches Flip-charts Electronic organizers Braille Audio/video recorders Enlarged print Checklists/handouts Pencil/pen gripers Highlighters Special keyboards Electronic/Paperback Dictionaries Language Translators
Available Equipment for Simulation Activity Wheelchair
Walkers/gait trainers Blindfolds Tape Mobility Cane Beeper Balls loves/Mittens/Socks Rulers Ear muffs Balls with bells Variety of different size balls/bats Flashlight Sound devices
Students may have physical characteristics connected with disability, illness, body type, or a combination of things that make their needs diverse. While students may have the same desire to play the game of soccer, their physical characteristics will affect the way that they function. Some students may or may not have disabilities and possess the physical ability to play soccer, but lack the desire. The compensation needed for each student to participate in soccer will vary, and some will not be fully correctable even with support services and adaptations. A lot of the variability in this situation is not a factor of disability but of how students choose to use their capabilities to achieve their own valued outcome(2007).
Cennamo, K., Ross, J., & Ertmer, P. (2014). Technology integration for meaningful classroom use: A standards-based approach. (2nd ed.) Belmont, CA: Wadsworth, Cengage Learning Inclusion in Physical Education: Changing the Culture JOPERD • Volume 78 No. 2 • February 2007. Retrieved from: http://files.eric.ed.gov/fulltext/EJ794529.pdf
No two people are alike; although they have many things in common, they are also different in all sorts of ways. Diversity includes the various thoughts and qualities in an individual and we all think differently from others. The concept of diversity deals with several different qualities in a wider range such as; thinking styles, language, religion, ethnicity, race, gender, physical abilities, age, gender, skills, and much more. Diversity in a classroom must be considered when planning a lesson. Students with Individualized Education Plans (IEP) need special accommodations, as well as gifted and talented students.
Students with disabilities: To accommodate students with learning or physical disabilities, they will be partnered with a group of students that are on or above grade level and will be able to work cooperatively with them to complete the PBL project-Power Point presentation, videoing and moviemaker. These students will be assisted in activities that require movement along with modified equipment. They will also be assisted while using Google Docs or any other technical device with large print, audio and visual aids.
Second-language learners: Students with English as a second language will have access to resources in where English and their native language will be in text form which will allow for learning and understanding (new vocabulary). With English and their native language paired, an understanding of what is to be learned will be apparent. Google offers a translator program for many languages, it can be found at: https://translate.google.com/
Different learning styles:
Visual learners (‘show me’) usually have a preference for seen or observed things, including pictures, diagrams, demonstrations, displays, handouts, films, flip-chart, etc. Accommodations are highlighted area, flipcharts, checklists, computers-font size, videos and pictures which all can be provided for lesson.
Auditory learners (‘tell me’) transfer information through listening. They will have access to sound clips along with the videos, discussions and oral questions.
Kinesthetic learners (‘let me try’) will have the opportunity to work hands-on doing research and simulating a disability while participating in a PE activity. They will be doing movement which will give them a better understanding of the material to be learned.
Adaption should include 'hands on' activities, real-life examples, use of your senses (sight, touch, and hearing), and trial and error.
Different intelligences: A variety of intelligences are addressed throughout this unit in PE. Students will be given the opportunity to share what they know verbally, ask questions among peers and the teacher while recording their thoughts in Google Docs. The students will work individually using their goals they set and collaboratively to complete project. They will be using critical thinking skills during research and to come up with PE activity for a specific disability for final group project. Students who are creative in music, arts and movement can add their own creativity to project (song, pictures, role play and activities).
Gifted students: Gifted students sometimes need a challenge. If they have finished their own work (research, slides, etc.) they can assist other members in their group working collaboratively towards final project. They may also add more slides pertinent to the presentation.
Available Technology
Augmentative communication devices
Boardmaker-
iAssist Communicator
Advance Video Sequence
Talk Tablet
Text-to-speech
Switches
Flip-charts
Electronic organizers
Braille
Audio/video recorders
Enlarged print
Checklists/handouts
Pencil/pen gripers
Highlighters
Special keyboards
Electronic/Paperback Dictionaries
Language Translators
Available Equipment for Simulation Activity
Wheelchair
Walkers/gait trainers
Blindfolds
Tape
Mobility Cane
Beeper Balls
loves/Mittens/Socks
Rulers
Ear muffs
Balls with bells
Variety of different size balls/bats
Flashlight
Sound devices
Students may have physical characteristics connected with disability, illness, body type, or a combination of things that make their needs diverse. While students may have the same desire to play the game of soccer, their physical characteristics will affect the way that they function. Some students may or may not have disabilities and possess the physical ability to play soccer, but lack the desire. The compensation needed for each student to participate in soccer will vary, and some will not be fully correctable even with support services and adaptations. A lot of the variability in this situation is not a factor of disability but of how students choose to use their capabilities to achieve their own valued outcome(2007).
Cennamo, K., Ross, J., & Ertmer, P. (2014). Technology integration for meaningful classroom use: A standards-based approach. (2nd ed.) Belmont, CA: Wadsworth, Cengage Learning
Inclusion in Physical Education: Changing the Culture JOPERD • Volume 78 No. 2 • February 2007. Retrieved from: http://files.eric.ed.gov/fulltext/EJ794529.pdf